Brainstorm what they know, what they need to investigate
Initial research and share
Plan and sketch design, share, plan and sketch design again, more research, repeat, repeat
Document daily in science journal-ideas, questions, lists, plans, problems and fixes, things tried, materials, why's of design, sketches
Construction of design; documentation in science journal; photos of design at different stages
Gallery Walk-Peer Review
To UWM for testing; video; questions for seismologist and geophysicist
Written final report
Documentation & Reflection
Document: As a "Lead Learner"...
What specific shifts are you noticing in your own actions, priorities, language, questions, reflections and conversations that help shape the learning culture for which you strive?
Reflect: Documentation & Reflection
What's the relationship? What connections do you see between documentation & reflection in your own learning?
In student learning?
at what cost?
to what benefit?
Design 1-2 additional opportunities for students to engage in documentation and reflection of their own learning
please post a brief description of each opportunity
add 2-3 student work samples from each opportunity
be sure to note any tweaks, modifications or iterations
Activity #1--Earthquake Science Journal documenting the scientific and engineering process. Students were asked to document in detail their process each day. Documentation details, included, ideas, thoughts, questions, sketches, lists of materials, problems encountered and how they were solved, useful websites, other notes
Activity #3--Earthquake Project Final Report--Each student had to describe, in detail, how and why they constructed their buildings the way they did and what they would have done differently.
Students generated questions about genetics and wrote each question on a post-it; questions were shared, post-its displayed on whiteboard; questions revisited repeatedly to make sure questions were being addressed; additional questions were added as the unit progressed
Feedback
Self-Monitoring & Assessment
Reaching Out & Pulling In
Growth: How will I know?
paste here
How? How often? As often as necessary to document important/essential parts of the process and product
What? To what degree (details)? Document the process--ideas, thinking, questions, relevant information, problems and fixes, revisions over time, images, collaborations, things learned, changes to be made
Why bother (in what way(s) has/will your documentation support your ongoing learning)? Supports where you start, questions you have, ideas, what you learn along the way; development of metacognition
What artifacts of professional and/or student learning might you include? Science journal, sketches, photos, videos
What story will your documentation tell of your journey?
The most appropriate type of data for me to collect as evidence of my professional growth & learning...
(suggestions)
anecdotal records
student work samples
student reflections
teacher reflections
observations
peer/colleague feedback
"assessment" data
rubrics
other formative pieces...
surveys
counts
other...
Resources:
My learning network will include (books, articles, websites, people, other)...
My Learning Journey
Name: Dacy Jirovetz
Grade Level(s): 7-8
Discipline: Science and Math
This I Believe (my 3 Claims):
<upload image here>My Stretch Sketch:
<upload image here>Exploring Elements of Practice
Documentation & Reflection
Activity #3--Earthquake Project Final Report--Each student had to describe, in detail, how and why they constructed their buildings the way they did and what they would have done differently.
Student Samples
Questioning
Feedback
Self-Monitoring & Assessment
Reaching Out & Pulling In
Growth: How will I know?
paste here
The most appropriate type of data for me to collect as evidence of my professional growth & learning...
(suggestions)Resources:
My learning network will include (books, articles, websites, people, other)...
Diigo<embed feed here>
Twitter: @milwaukeejds
Other...